Training Curriculum Research Articles

OGC SO16 - International upper GI robotic fellowship on the CMR Versius platform

Abstract Background The impetus for UGI surgery trainees to attain skills in robotic surgery is likely to increase following the global acceptance and utilisation of robotic platforms. UGI robotic fellowship programs are few in number and highly desirable providing trainees with a unique selling point when embarking on independent consultant practice. We describe the first UGI robotic surgery fellowship on the CMR Versius platform at the Gloucestershire Royal Hospital which has the largest experience of UGI robotic surgery on the CMR Versius platform in the UK, having performed over 200 cases including the first robot assisted minimally invasive oesophagectomy. Method A structured robotic training curriculum was created in collaboration with CMR Versius. It consists of a pre-clinical phase of E-learning (10 modules), simulator training (16 assessed tasks) and dry-laboratory training (a two-day course encompassing robotic system set-up, bed-side assist and assessed dry lab practical tasks). The clinical phase begins with bed-side assisting of robotic cases followed by supervised operating on the console. Operations performed on the console are recorded for review and evaluation. The videos will be scored by two independent surgeons using the modified Global Evaluation Assessment of Robotic Skills (mGEARS) score to track growth and progress. Results The E-learning modules and assessments were completed prior to commencement of the fellowship. The remainder of the pre-clinical phase of the curriculum were completed within 4 weeks of commencement followed by bed-side assisting. Once competent at bed-side assisting and able to demonstrate proficiency in set-up (selecting port site placement, docking, arm spacing and configuration), supervised console training was commenced 6 weeks into the fellowship. Console training began with robotic assisted laparoscopic assisted cholecystectomy to gain familiarity, confidence, and efficiency. After 6 cases as the only console surgeon, the surgical complexity of cases was progressed to hiatal surgery and Heller’s cardiomyotomy Conclusion A structured training curriculum with defined phases provides a feasible and effective framework for robotic fellowship training. Adherence to the pre-clinical phase of training allows safe and efficient progression to hands-on console experience. This is achievable within relatively short timeframe to allow for ample independent console surgeon experience and the development of proficiency within a 12-month fellowship period.

School contextualization with indigenous group’s socio-educational methods and pedagogies

This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalist-contextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.

The Missing Voices, an exploration of what healthcare-related research would matter to Global Ethnic Majority Women in Aberdeenshire, Scotland

Abstract Introduction In multicultural communities, such as the UK, published evidence has indicated that patients from marginalised backgrounds experience healthcare inequality and inequity with regards to accessibility and safety.1 The lack of appropriate ethnic representation in healthcare-related research, has been identified as a potential causation of some of these disparities and poorer health outcomes.2,3 The focus of this project was the marginalised communities identified by the NIHR to have poorer health outcomes, such as Global Ethnic Majority (GEM) women. Aim To explore what healthcare research matters to marginalised communities with a focus on lived and perceived experiences on access to healthcare for GEM women in Aberdeen city and Aberdeenshire, Scotland. Methods This pilot project captured real world data through an inclusive community engagement approach of reaching within rather than reaching out. A framework of 5Cs (Connect, Collaborate, Consult, Co-create and Circulate) was used to establish a diverse panel of ten GEM women. All panel members had a passion for equality and wellbeing as well as diverse lived experiences. The method used to establish the panel is presented elsewhere. Based on a review of literature, open-ended, flexible, thought-provoking questions for the discussions were developed and circulated to all panel members for approval. These questions were used to guide both in-person and virtual open discussions with aforementioned stakeholders to capture narratives and perspectives around barriers and facilitators to equitable healthcare access in the area. As the public members were research partners and not participants, no ethical approval was required as advised by a professor of pharmacy research and the school’s ethics convenor. The project had three main objectives. This submission will only report on objective three that aimed to Identify and prioritise research questions relating to equitable access to healthcare and the needs of marginalised minority ethnic communities. Results The objective was met. A list of emergent themes from the pre-panel questions and a list of panel-approved research questions were devised with a focus on access to healthcare. The emergent themes were around accessibility and equity of maternal/reproductive healthcare, lack of early screening for high-risk GEM groups and culturally appropriate approaches to mental healthcare. Solution focused recommendations included the design of an inclusive healthcare curriculum, compulsory EDI and cultural competency training for healthcare professionals who practice in diverse communities, additional screening programmes tailored to specific GEM groups based on prevalence and risk factors and the development of localised culturally appropriate and inclusive community programmes, especially for those who support new immigrants. Mistrust and lack of inclusive language were mentioned as potential barriers to participating in research. Discussion / Conclusion This pilot offered the historically under-represented and usually silent communities an equal voice within a trusting and collaborative environment. Over ten years after the enaction of the UK Equality Act (2010) inequity in healthcare access and poor outcomes are still evident. The outcomes of this small pilot study highlight that GEM-specific projects should be driven by that community.

Operational Competence of the Visual Arts Teacher in Art Practice: Interrogating the Underlying Factors

This study is on operational competence of Visual Arts teachers’ art practice, focusing on the factors influencing their competence and its relevance in contemporary contexts of arts education. Drawing upon literature from education, art pedagogy, and teacher training, this study identifies key factors that contribute to the operational competence of Visual Arts practice, including artistic skill, proficiency and reflective practice. Through an analysis of empirical studies and practical insights, the study highlights the visual arts teachers’ own art practice factors. It also underscores the significance of research informed policies and curriculum frameworks that support the holistic development of Visual Arts education and the cultivation of a vibrant artistic community within schools and society at large. It engages qualitative research design. A sample of twelve (12) Visual Arts students and one (1) Visual Arts teacher each from eleven (11) schools within the six Education Districts of Lagos State were purposively selected. Data was obtained using Portfolio Review Rubrics. Thematic Analysis was employed in analysing data gathered. Findings revealed that Visual Arts teachers’ competence in art practice differs in nuances of scope. It also revealed that teachers’ competence in art practice is a determinant of students’ learning outcome in art practice. Based on the findings, recommendations were made that workshops and conferences on art practice and pedagogy be organised for Visual Arts teachers to improve their operational competence in art practice. It further recommended that art teachers’ training curriculum be re-packaged to include more art practice activities than pedagogy so as to adequately build their art practice competence in scope and strength for prospective art teaching career.

Research needs of higher specialist trainees in psychiatry in Ireland: mixed methods study.

Higher specialist trainees (HSTs) in psychiatry in Ireland were recruited to complete a 21-item online questionnaire anonymously. Questions were designed to establish the research experience of HSTs in various years of training, identify perceived barriers to participation and generate potential strategies to overcome these barriers. Of 165 HSTs surveyed, 50 (30%) responded. Most respondents (58%) were in the second or third year of HST. Most (72%) were training in general adult psychiatry. Themes that emerged from analysis of the qualitative data were 'collaborative research culture', 'guidance', 'choice' and 'access to resources'. Participants felt they needed more structured guidance and regular supervision, and expressed a desire for more networking and collaboration. The need for a supportive, collaborative research culture within psychiatry was predominant among responses. Structured research programmes and access to resources may facilitate a more positive research culture and should be considered as part of the training curriculum.

The perspectives of clinical level medical students on animal-assisted therapy: a study in Ghana

BackgroundThe role of animal-assisted therapy (AAT) in complementary and alternative medicine is well acknowledged. AAT is widely patronized, in developed countries such as USA, Canada, and many European countries, but less so in developing countries in Africa including Ghana. For persons in developing African countries and elsewhere to benefit from AAT, healthcare professionals must be acquainted with it recommend it to their patients when necessary. This study therefore assessed the perspectives of clinical-level medical students on AAT.MethodA semi-structured questionnaire was used to collect data in a cross-sectional study from 206 randomly selected clinical-level medical students of the University for Development Studies, Tamale, Ghana. The data was analyzed using Microsoft Excel and SPSS (Version 26) and the results were presented in Tables and charts. The association between demographic variables and the knowledge and attitude of the students were determined using ANOVA, while bivariate Pearson’s correlation was used to measure the relationships between continuous variables. Associations were considered significant when p-value < 0.05.ResultsThe knowledge about AAT among the medical students was very poor (0.971 ± 2.407 over 10; 9.7%); almost all of them (≈ 99.0%) had very little or no exposure to AAT in school or at home. The attitude of the students was however averagely positive (3.845 ± 0.748 over 7; 54.9%), with a perceived health benefit of ATT score of 4.768 ± 1.002 (68.1%). The motivation of the students to acquire more knowledge and skills about AAT mostly through lectures and practical sessions (70.9%) was good (4.809 ± 1.221; 68.7%). Female students were significantly more knowledgeable about AAT than their male counterparts (1.5 versus 0.6; p-value = 0.006). No other sociodemographic characteristics had any significant association with knowledge, attitude, and perception of benefit variables. However, a significant positive relationship was found to exist between the students’ knowledge, attitude and perception of animal-assisted therapy (r ≥ 0.236; p-value ≤ 0.001).ConclusionWe conclude that the knowledge about AAT among medical students is inadequate and this is worrying given the beneficial complementary role of AAT in achieving SDG 3. Medical schools and their regulators in Ghana should incorporate complementary and alternative medicine (CAM) lessons in their training curricula. For practising medical doctors, topics on CAM should be discussed during their Continuous Professional Development sessions. With better knowledge, physicians would possibly be more willing and confident in recommending this useful complementary and alternative medicine to patients who may seek other forms of therapy besides conventional medicine or which will augment the orthodox medication the patients may have been using to treat their conditions.

Marketing a culture of achievement to Black and Brown students: TNTP and neoliberal multiculturalism

ABSTRACT Neoliberal multiculturalism is a global racialization process that works as a unifying discourse for the rationalization of neoliberal policies within U.S. global ascendancy and capitalist development. Invoking state multiculturalism, e.g. ‘diversity’ or ‘equity’, neoliberal multiculturalism is officially antiracist. Official antiracism portrays multiculturalism as being at its core while limiting discussions of race and racism to sanctioned racial discourses. Using neoliberal multiculturalism as a framework, this paper presents a critical analysis of the racial ideology presented in TNTP’s founding teacher training curriculum designed specifically for its Teaching Fellows. The analysis demonstrates how official antiracism can function in curriculum designed to train fast-tracked selective alternative route program teachers to teach predominantly Black, Latino, and immigrant students in lower-income neighborhood public schools.

Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research

Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

Influence of clinical experience in detecting calcifications of the head and neck region on panoramic radiographs: an app-based evaluation

Introduction: Digital panoramic radiographs (DPRs) are used in dental practice as the first diagnostic tool for the initial detection of head and neck regions soft-tissue calcifications. The aim of this study was to use a self-developed application (App) to evaluate the ability of dental students at different levels of training to examine known DPRs with different soft-tissue calcification. Methods: A total of known 100 DPRs with (n=50) and without (n=50) calcification were independently evaluated by four groups: preclinical, first clinical and last clinical dental students, and dentists with less than or equal to 1 year of professional experience in the same time (15 min) and examination conditions. Unity software was used to develop the examination App, which allowed to mark areas with calcifications on the DPRs. The data were statistically analyzed between the groups (significance level: P&lt;0.05) for every location, and the detection rate was calculated as a percentage of detected calcifications. Results: Results revealed that the overall detection rate of calcifications in all groups was 29.17%. Dentists exhibited the highest detection rate (36.46%), followed by the last- (29.69%), first- (32.29%), and preclinical (15.10%) students. Conclusion: These findings suggest that clinical experience plays a role in the correct detection of soft-tissue calcifications in DPRs. However, deficiencies in radiological training during dental education may contribute to diagnostic errors. As these can become life-threatening risks, the results highlight the need for early training in the dental curriculum to improve diagnostic performance and minimize possible diagnostic errors.

Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?

This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.

The Effect of an Educational Program on the Knowledge and Attitude of Medical Sciences Students About Social Determinants of Health in Iranian University Students: A Quasi-Experimental Study.

Given the importance of social determinants on health outcomes, training medical sciences students in addressing social determinants of health can enhance their effectiveness and social accountability. The aim of this study was to assess the effect of an educational program on the knowledge and attitude of medical sciences students regarding social determinants of health. Using a one-group pretest-posttest quasi-experimental design, this study selected 200 students from a medical university in Iran through simple random sampling. A tailored educational intervention, grounded in the conceptual framework for action on social determinants of health, was implemented. To assess the program's effect, data were collected using a validated questionnaire that measured the students' knowledge and attitudes towards social determinants of health both at baseline (pretest) and 1 month following the intervention (posttest). The application of the Wilcoxon Signed-Ranks Test revealed a significant increase in the median scores for knowledge and attitude postintervention. Specifically, the posttest median scores were significantly elevated compared to the pretest knowledge score (Z = -11.89, p < 0.001) and attitude score (Z = -11.60, p < 0.001). This indicates that the educational intervention significantly improved the students' knowledge and attitudes concerning social determinants of health. The study outcomes suggest that educational interventions focused on social determinants of health effectively improve students' knowledge and attitudes. We recommend integrating such programs into the medical sciences curriculum and experiential training. By doing so, we can better prepare future healthcare professionals to address social determinants of health-related issues. This approach has the potential to reduce health disparities and also addresses broader social challenges affecting population health.

THE STRUCTURE, CONTENT AND POSSIBILITIES OF TEACHING STUDENTS TO PLAN THEIR PROFESSIONAL CAREER IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS...

The landscape of education continues to evolve, necessitating a profound examination of the preparatory frameworks that guide future educators. In this context, fostering professional career planning skills stands as a pivotal component of teacher education programs. Such skills not only enhance individual career trajectories but also contribute to the overall effectiveness and adaptability of the teaching workforce. As educational institutions prepare to meet the diverse challenges of contemporary classrooms, there is an urgent need for systematic approaches that embed career planning within teacher training curricula. This scientific article aims to explore the intricacies of developing professional career planning skills among future teachers, delving into pedagogical strategies, stakeholder roles, and the broader implications for educational practice. By addressing these dimensions, a comprehensive understanding can be established, highlighting the significance of intentional career planning in the formation of competent, reflective, and responsive educators.

Digital vs formal teaching of vaginal breech delivery: Which is the residents’ choice?

Objective(s)A critical area of obstetrics that demands proficient training is the management of breech deliveries. There was a notable decline in the number of vaginal breech deliveries in the following years, establishing CS as the preferred method of delivery for such cases. Cohort studies using targeted screening and skilled practitioners demonstrated little differences between the two delivery. Skills acquisition at the patient’s bedside is very difficult to obtain, particularly in the youngest trainees. Simulation teaching has largely become a part of the training curricula for many obstetrics and gynecology residency programs. Study designThis was a prospective, randomized, controlled, single-center study. Residents were randomly assigned in two groups with similar characteristics. Group A attended a formal lecture. Group B received the study material and recording of the lecture as digital home learning. Lecture and simulation focused on vaginal breech delivery. After one month both groups underwent a simulation test addressed to assist a vaginal breech birth. Four supervisors evaluated all videos. Time needed for birth, and evaluation scales as Objective Structured Clinical Examination were recorded. A questionnaire was completed online using Google Forms with 6 questions. The primary outcome was to compare the evaluation for each item and globally within groups. A secondary outcome was the evaluation of questionnaire results within the two groups. ResultsThirty-two participants were recruited and randomized. None of the participants withdrew from the study. For the primary outcome, all examined variables (Time, Rumping, Legs, Body, Arms, Head, Total Point) did not present differences in supervisors’ evaluations. For the secondary outcome, Group B showed higher values in two questions. Conclusion(s)The major finding of our study is that digital learning and formal lecture presented similar results on resident knowledge. Teaching programs involving mannequin simulation − both high and low fidelity − are reproducible and efficient for skill retain in obstetric emergencies, particularly in low incidence emergencies. The main limitation of our study was the small sample size. In addition, it is possible that a scenario without deviation or a lecture more focused on possible deviation from normal could modify residents’ results facing breech delivery.

Integrating the Sustainable Development Goals in the Curriculum and Strengthening Teacher Training Programs to Align with National Education Policy 2020

Integrating the Sustainable Development Goals in the Curriculum and Strengthening Teacher Training Programs to Align with National Education Policy 2020

A Discussion on Adding Personalized Strength Training to College Students' Physical Health in Physical Education Courses

This paper provides an in-depth discussion of the effects of incorporating standardised individualised strength training in the college physical education curriculum on the physiological health of college students. With the popularisation of higher education and the intensification of employment competition, the physical and mental health of college students has attracted much attention. As a key part of the physical education curriculum, its reform and innovation are particularly important. Standardised personalised strength training effectively improves the muscular strength and endurance of college students and strengthens their physical fitness through the development of targeted training plans and the full consideration of students' individual differences. This kind of training not only promotes the improvement of cardiorespiratory function of college students and reduces the risk of cardiovascular disease, but also regulates their psychological state and enhances their overall sense of well-being through exercise. In addition, personalised strength training also cultivated students' teamwork and self-challenge spirit, laying a solid foundation for their all-round development. Therefore, the incorporation of standardised personalised strength training in the college physical education curriculum has a positive impact on the physiological health of college students and is worthy of further promotion and application.

4.Y.1. Climate trauma, public protest and the ethics of civil disobedience in our warming world

Abstract Eco-anxiety, defined as “a chronic fear of environmental dooms,” is related to both a direct experience of extreme weather events (e.g., floods, wildfires, hurricanes, droughts) as well as environmental changes. Although it is not yet being addressed as a proper disease, eco-anxiety is being related to symptoms such as obsessive thoughts about the climate and the total destruction of the planet, existential fear and feelings of guilt about one’s own carbon footprint, anger, frustration, depression, and anxiety, among others. Eco-anxiety is increasingly reported among children and young people (Hickman et al, Lancet Planetary Health, 2021). Less studied and understood is climate trauma at a societal level resulting from the ever-present, ever-growing threat of climate change.This session aims to facilitate a better understanding of the mechanisms that lead to this symptomatology as well as the reasons for our apparent collective paralysis as a society to act in accordance with the climate threats we face. This analysis will take into account aspects linked to cultural diversity and structural factors that can rationalise the inaction. Particularly following the COVID-19 pandemic, many states have introduced or strengthened laws restricting the right to protest, with implications for public protest about state inaction on climate change. The workshop also aims to address questions such as: Are public protest and civil disobedience rational responses to the climate crisis? Should health professionals protest publicly? How has eco-anxiety been used as a legal defence to criminal charges? How should professional accreditation bodies respond when a member is convicted in a climate protest? Is deregistration appropriate, or should we instead be hastening to revise professional codes of ethics and public health training curriculums to reflect ‘the single biggest threat facing humanity’? (WHO, 2021). In the United Kingdom, the UK Health Alliance on Climate Change has urged the General Medical Council ‘to be as lenient as the law allows’ with health professionals convicted of offences resulting from their protests against damage to nature, the climate, and health. Three expert panellists in mental health, law and ethics will present their perspectives in Pecha Kucha format. Key messages • Climate trauma at societal level may account for our collective paralysis in the face of climate change: yet political, structural and cultural factors must not be overlooked. • Ethical codes and training curriculums for public health professionals must be updated to reflect the evolving roles of PHP in response to climate change. Speakers/Panelists Jutta Lindert Hochschule Emden-Leer, Emden, Germany David Patterson University of Groningen, Groningen, Netherlands Farhang Tahzib Faculty of Public Health, Haywards Heath, UK

Virtual Lifelines: Filipino Psychologists' Experiences with Tele-Counseling for Suicide Prevention

The COVID-19 pandemic forced a rapid shift to tele-counseling, presenting unique challenges for psychologists, especially those working with high-risk clients. This exploratory multiple-case study investigated the experiences of three Filipino psychologists providing tele-counseling for suicide prevention. The study revealed initial struggles with technology, ethical concerns, and perceived clinical effectiveness. However, the psychologists demonstrated resilience through a two-phase continuous professional development process: orientation and recalibration. Key outcomes included increased clinician enthusiasm, new professional opportunities, and improved ethical responses to crises. Tele-counseling emerged as a client-responsive tool that expands access to mental health services. Despite challenges, tele-counseling can be effective for suicide prevention with proper adaptation and training. These findings underscore the importance of integrating tele-counseling competencies into professional training curricula and developing evidence-based practices for remote crisis intervention.

Climate change and its health effects - an optional subject for medical students

Abstract The Standing Committee of European Doctors urged to include training on the impact of climate change on health for health professionals. Currently, in the curriculum of most medical schools, the health-related impacts of climate change represent a peripheral part. The teaching of health effects of climate change should be made part of the training of health professionals and should be introduced in the curriculum of medical schools. ClimateMed is an Erasmus project that improves the curriculum and expands knowledge about the health effects of climate change at medical universities. The World Café method, based on round table discussions, was applied to assess the needs, summarize the proposals, and develop the necessary strategy. At the same time, a questionnaire was applied to those medical students from UMFST Targu Mureș who chose this subject as an optional subject. Students related the importance of understanding the diseases caused directly or indirectly by climate change, and reported what kind of topics should be included in a new course, in which semester/module and in what format it would be appropriate to teach it. The most frequently reported topics were: excessive heat and heat-related illnesses, extreme weather, vector-borne diseases, food safety, air pollution, and mental health. According to the goals of the project and students’ opinions, since 2023 medical students can choose Climate Change and Health Effects as an elective course. Based on the demand for medical universities to include in their curriculum knowledge related to the health effects of climate change, ClimateMed project can facilitate this integration and can promote the increase of teacher motivation and the development of methodological guidelines for university teachers. The project contributes to the preparation of some educational materials and the introduction of an optional subject in the training curriculum of the students of the Faculty of Medicine, UMFST Targu Mureș. Key messages • There must be made efforts to include training on the impact of climate change on health for health professionals, to introduce this subject in the curriculum of medical schools. • ClimateMed project can facilitate the integration of knowledge about the health effects of climate change into curriculum and can promote the practical use.

Revisiting the conceptualisation and implications of medicine's 'hidden curriculum'.

In medical training and practice, our professional attributes, attitudes, perceptions, character traits and identities are fundamentally shaped by our lived experiences and observations in clinical and para-clinical settings instead of being inculcated through formal curriculum or classroom teaching. For instance, clinical acumen, communication skills and bedside manners are learnt through role modelling and experiential learning in the course of clinical rotations. Likewise, one's attitudes, professional behaviours and inclinations are often also influenced by direct/indirect observations of the actions of others in the medical fraternity in various clinical and non-clinical settings. This is also what is often termed as the 'hidden curriculum' of medicine. In this article, we sought to provide a practical conceptualisation of the hidden curriculum in medical training, which we describe as lived experiences and personal observations of medical trainees and residents in clinical and para-clinical spaces, which shape their perceptions of the medical profession (vocational identity and purpose), patients (patient-physician relationship) and colleagues (intra- and inter-professional relationships), with downstream implications on physician well-being and clinical decision-making. Although this idea of a 'hidden curriculum' has conventionally carried predominantly negative connotations in medical literature, we suggest that it is an inevitable part of medical education and practice, which, through deliberate regulation, can potentially be shaped to create more positive and meaningful effects in the professional development of medical trainees.